scholarly journals The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

2021 ◽  
Vol 16 ◽  
pp. 69-87
Author(s):  
Valerie Whittlesey ◽  
Hillary Steiner
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Introductory Psychology ◽  
Self Regulated Learning ◽  
Passive Learning ◽  
Regulated Learning ◽  
Passive Strategies ◽  
Psychology Course

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals Learning Self-regulated L2 Writing Under a Cognitive Model

2021 ◽  
Author(s):  
Manashi Gogoi Dutta ◽  
Uthaivan Danvivath
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
L2 Writing ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Cognitive Involvement ◽  
Metacognitive Learning ◽  
Involvement Load

Abstract This research study has been conducted to experiment an innovative teaching approach believing that when less use of self-regulated learning strategy leads to lower metacognitive learning attitude which results in low proficiency. This study has investigated the consequences of instructionally aroused cognitive involvement load for self-monitoring and self-assessment through facilitation of metacognitive learning strategy use for improving L2 writing skills of Thai undergraduate students. This innovative instructional model for teaching self-regulated L2 writing has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA. The approach of this model has been developed to promote self-regulated learning management. For stimulating the use of learning strategies, a set of self-monitoring and self-evaluating assessment rubric named Strategy Inventories for Learning L2 Writing (SILL2W) has also been devised. A set of questionnaire, pre-post-tests, checklist, and interviews were employed for collecting and analyzing the data. Results of data analyses have shown effectiveness and feasibility of the S2RMCA model for teaching self-regulated L2 writing. Satisfactory results have also been shown by participants in their L2 writing skills. So far, research studies conducted on cognitive involvement load, a continuing challenge has always been there regarding the accurate measurement of load via self-reporting and this study has also faced that challenge.

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

2008 ◽  
Vol 20 (1) ◽  
pp. 108-136 ◽  
Author(s):  
Angela Housand ◽  
Sally M. Reis
Keyword(s):  
Reading Instruction ◽  
Learning Strategies ◽  
Self Regulation ◽  
Gifted Students ◽  
Strategy Instruction ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Individual

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

Self-Regulated Learning with a Text-Highlighting Strategy

2007 ◽  
Vol 215 (3) ◽  
pp. 174-182 ◽  
Author(s):  
Detlev Leutner ◽  
Claudia Leopold ◽  
Viola den Elzen-Rump
Keyword(s):  
Training Program ◽  
Learning Strategies ◽  
Expository Text ◽  
Learning Strategy ◽  
Self Regulation ◽  
Training Condition ◽  
Strategy Training ◽  
Combined Training ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract. Forty-five university students participated in a computer-based training program on self-regulated learning from expository text. The training program introduced students to a learning strategy helping them identify and highlight important text information. Students were randomly assigned to three treatment groups: (1) no training at all, (2) training in highlighting only, or (3) combined training in both highlighting and self-regulation. After completing the training, students were instructed to read an instructional text and apply the trained strategies. The extent to which they applied the strategies while reading the text was assessed, and the amount of knowledge and comprehension they had acquired and recalled from the text was measured. Results show that students in the combined training condition outperformed their counterparts in the learning strategy training condition, who in turn outperformed those with no training at all. The results are in line with recent self-regulated learning theories, which state that, in addition to teaching students specific cognitive learning strategies, it is worth training them to monitor and regulate their strategy use.

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

2017 ◽  
Vol 87 (3) ◽  
pp. 544-582 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Zhe Wang ◽  
Olusola O. Adesope ◽  
Jeffrey C. Valentine
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Learning Domains ◽  
Regulated Learning ◽  
Language Classrooms

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

scholarly journals Self-Learning Strategy in Teaching Speech Skills to Face COVID 19/ استراتيجية التعلم الذاتي في تعليم مهارات الكلام لمواجهة COVID 19

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Nuril Mufidah ◽  
Mohammad Umar Hafiz Mohammad Idrees
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
The Self ◽  
Human Communication ◽  
Literature Study ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Problem Solving Strategy ◽  
The Individual ◽  
Self Learning

Education has new requirements for teaching the individual how to teach himself by himself to continuous education and lifelong learning. Self-regulated learning is one of the central axes to accommodate these rapid and successive developments, mainly when global crises occurred. Self-regulated learning can help students become independent learners to achieve their goals. It can also reach distinctive performance, especially for developing the linguistic skills represented in speech skills, whose impact appears daily through effective human communication, whether oral or written communication. The research technique used is a literature study. This study aims to shed light on the self-regulated learning strategy to developing speaking skills, and its implications, in terms of the effects of the Corona pandemic (COVID 19) on various educational activities. Also, clarifying what is meant by speech and developing his skills, and knowing the learning strategy and how to use it in developing speech skills. The problem-solving strategy is considered one of the essential self-learning strategies. The learner independently develops his skills and knowledge by searching for practical solutions to real problems by relying on oneself. Self-regulated learning is considered a successful method for developing speech skills. The student's performance as the independent learner can be measured through his various daily social activities in order to help him evaluate his strategies followed and choose the most difficult ones to achieve the goals of the self-education process, and to reach the required level of language skill.

scholarly journals INFLUENCE OF LEARNING STRATEGIES AND SELF-RELIANCE ON PPKN LEARNING OUTCOMES IN FIFTH GRADE AT SDN 060931 MEDAN

2021 ◽  
Vol 2 (1) ◽  
pp. 11-20
Author(s):  
Putri Indaayu ◽  
Reh Bungana Br. Perangin-angin ◽  
Daulat Saragi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Difference

This study aims to: knowing the difference the result of learning PPKn students taught with the learning strategy problem-based learning and concept map of learning strategies, knowing the difference result of learning PPKn students who have learning independence high with students who have learning independence is low, determine the interaction between learning strategies and self-regulated learning is affecting the learning outcomes PPKn. This research is experimental research. The population in this research is all students of class V SD Negeri No. 060931 Medan academic year 2020/2021 which consists of two classes. The sample selected by total sampling technique. The instrument used is the questionnaire of independence in student learning and tests the learning outcomes of students. Data obtained from the research instrument were then analyzed using two-way ANAVA on SPSS 23.0 for Windows. The results showed that: There is a significant difference between the result of learning PPKn students taught with the learning strategy of problem-based learning compared with the learning strategies concept map (Fcount = 23,476 and the value of sig. 0,000 < 0,05), the result of learning PPKn students who have learning independence higher compared with students who have to learn independence low (Fcount = 7,673 and the value of sig. Are 0.008 < 0.05), and there is an interaction between learning strategy and self-regulated learning in influencing the result of learning PPKn students (Fcount = 13,003 and the value of sig. 0,001 < 0,05).

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